Western Paper.02'

Western Paper.02' - Agricultural Systems Management-Related...

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Unformatted text preview: Agricultural Systems Management-Related Industry Perceptions of Knowledge & Skill Needs for Beginning Managers in West Texas for Kyle McGregor, Steve Fraze, Kyle Matt Baker, Chad Davis, & John Barton John Introduction Introduction r Agricultural…. (What’s in a name?) Systems Management Mechanization Engineering r A changing discipline and a call for change: Buriak, 1992; Harper, Buriak, & Hilton, 1995; McCarthy, 1985; Scanlon, Bruening, & Cordero, 1996; Shinn, 1998; Smith, 1999 r Shinn’s Paradox: Shinn, 1998 Introduction Introduction r “Inject 5cc of Math & Science into every Inject Math student you teach, some students may need to be soaked in it.” need Inclusion of Science & Mathematics Concepts: Harper, Buriak, & Hitchings, 2001; Heger, 2000; & Shinn, 1998 r Looking to Industry for Curriculum Looking Direction: Direction: Baker & McLaughlin, 1996a, Baker & McLaughlin, 1996b; Belcber & McCaslin, 1997; Bingharn Catrl, 1998; Brown, 1999; Daniels, McKenna & Parker, 1992; Harbstreit, Stewart & Birkenholz, 1988; McCarthy, 1985; Merritt, 1994; Scanlon, Bruening, & Cordero, 1996; & Vamadore & Iverson, 1991 Purpose: Purpose: r The purpose of this study was to determine the skill and knowledge areas that were most valuable to managers entering an agricultural systems-related business in the Panhandle, Permian Basin, and South Plains regions of Texas. Objectives: Objectives: r Describe the background and demographic Describe characteristics of current managers; characteristics r Determine the knowledge and skill areas that were most Determine important for beginning managers in individual agricultural systems-related business; and agricultural cotton gins, cotton gin services, mechanized equipment cotton dealers, peanut buying/selling/end-points, equipment manufactures, grain elevators, irrigation equipment retailers/manufactures, and packing plants retailers/manufactures, r Determine course area trends resulting from multiple knowledge and skill items in single course areas Justification of Methodology Justification r Why utilize a descriptive design? One shot mailed survey between harvest & planting One seasons. seasons. r Focusing on current curriculum at universities Focusing who are seen as leaders in agricultural systems management. systems Does a national curriculum norm fit with what West Does Texas managers see as important? Texas A Diverse Population Diverse r Stratified Random Sample: Stratified (Hinkle, Wiersma, & Jurs, 1998) (Krejcie and Morgan,1970) Cotton Gins: (N=216, n=140) Cotton Gin Services: (N=124, n=97) Mechanized Equipment Dealers: (N=83, n=70) Peanut Buying/Selling/End-Points: (N=16, n=15) Equipment Manufactures: (N=30, n=28) Grain Elevators: (N=65, n=56) Irrigation Equipment Retailers/Manufactures: (N=65, n=56) Packing Plants: (N=4, n=4) r Total Population & Sample: N=603 n=466 r Population was a derivative of: QuickTimeª and a GIF decompressor are needed to see this picture. Membership in Business Associations Dealership Listings Texas Department of Agriculture Listings Instrumentation QuickTimeª and GIF decompress are needed to see t r Researcher Developed Questionnaire Likert-Type & Demographic Data Importance of Competencies r Representative of all courses “areas” and Representative curriculum in AGSM from across the nation curriculum Course “areas” directly related to AGSM Course “areas” directly related to business Course management management r Each course area included specific Each topics/competencies: topics/competencies: Instrumentation Instrumentation Course Area General Knowledge (GK) Management, Marketing & Sales Knowledge (MMS) Number of Number Competencies Competencies 7 12 Electricity, Electronics & Computer Knowledge (EEC) 7 Agricultural Structures Technology Knowledge (AS) 7 Land Improvement & Irrigation Technologies Knowledge (LII) 6 Mechanical Power Technologies Knowledge (MP) 9 Governmental Compliance (GC) 4 Processing & Storage Technologies Knowledge (PS) 12 Metal Technologies Knowledge (MT) 4 Cropping Equipment Technologies Knowledge (CE) 6 Instrumentation Instrumentation r Dillman’s tailored design method r Face & Content Validity r Pilot Tested (n=50) r Reliability: r=.85 or > for each course area. Reliability: Chronbach’s Alpha r Data collection: Spring 2001 r Overall response rate: 57% No significant differences between early and late No respondents respondents r Data Analysis: SPSS for Windows Demographics Demographics r Education: 40.7% bachelor’s degree 33% some college work 19.6% High School Degree 4.1% Beyond Bachelors r Term of Employment: 27.9 Years in Industry 17.7 Years Current Employer r Number of Locations: 63.1% in One Location Remainder = 2 - 3 locations r Business Type: 41.5% Corporation 24.9 Cooperative r Full-Time Employees: 69% One - Fifteen Full Time Employees Cotton Gin Managers: Cotton Mean SD Customer Service (MMS) 3.63 .73 General Math Skills (GBK) 3.51 .69 Executive Leadership (MMS) 3.35 .78 Operations Management (MMS) 3.30 .75 Safety Training (GC) 3.29 .83 Skill/Knowledge Item & Course Area r Trends? General Business Knowledge (2 items) Management, Marketing, and Sales (7 items) Electricity, Electronics, and Computers (3 items) Governmental Compliance (2 items) Gin Services Managers: Gin Skill/Knowledge Item & Course Area Mean SD Customer Service (MMS) 3.81 .54 Safety Training (GC) 3.44 .51 General Math Skills (GBK) 3.31 .87 OSHA Regulations (GC) OSHA 3.20 3.20 .68 Principles of Sales(MMS) 3.19 .98 r Trends? Management, Marketing, and Sales (5 items) Governmental Compliance (3 items) Mechanized Equipment Dealership Managers: Dealership Skill/Knowledge Item & Course Area Skill/Knowledge Mean SD Customer Service (MMS) 3.64 .87 Principles of Sales (MMS) 3.46 .68 General Math Skills (GBK) 3.46 .72 Equipment Maintenance & Selection (CE) 3.45 .65 Equipment Adjustment & Calibration (CE) 3.42 .64 QuickTimeª and a GIF decompressor are needed to see this picture. r Trends? General Business Knowledge (2 items) Management, Marketing, and Sales (10 items) Mechanical power (4 items) Governmental Compliance (2 items) Cropping Equipment (5 items). Peanut Buying/Selling/ Peanut End-Point Managers: Skill/Knowledge Item & Course Area Mean SD Customer Service (MMS) 3.67 .52 Organizational Management (MMS) 3.67 .52 Executive Leadership (MMS) 3.50 .55 Quality Control (PS) 3.50 .57 Transportation (PS) 3.50 .68 r Trends? General Business Knowledge (2 items) Management, Marketing, and Sales (10 items) Governmental Compliance (2 items) Processing and Storage (5 items) Equipment Manufacturing Managers: Managers: Skill/Knowledge Item & Course Area Mean SD General Math Skills (GBK) 3.43 .79 Economics (MMS) 3.17 .75 Customer Service (MMS) 3.13 .83 Agricultural Marketing (MMS) 3.00 .82 Arc Welding Operations (MT) 3.00 1.1 r Trends? Management, Marketing, and Sales (4 items) Metal Technologies (2 items) Grain Elevator Managers: Grain Skill/Knowledge Item & Course Area Mean SD Customer Service (MMS) 3.74 .66 General Math Skills (GBK) 3.63 .72 Organizational Management (MMS) 3.41 .80 Safety Training (GC) 3.33 .89 Principles of Sales (MMS) 3.29 .87 r Trends? General Business Skills (2 items) Management, Marketing, and Sales (8 items) Governmental Compliance (3 items) Processing and Storage (2 items) Irrigation Dealer/ Irrigation Manufacturer Managers: Skill/Knowledge Item & Course Area Mean SD Customer Service (MMS) 3.73 .67 General Math Skills (GBK) 3.62 .57 Organizational Management (MMS) 3.58 .70 Principles of Sales (MMS) 3.54 .76 Water Control Structures & Irrigation Equipment (LII) 3.46 .86 r Trends? General Business Knowledge (2 items) Management, Marketing, and Sales (8 items) Electricity, Electronics, and Computers (2 items) Land Improvement and Irrigation (2 items) Packing Plant Managers: Packing Skill/Knowledge Item & Course Area Mean SD Customer Service (MMS) 4.00 .00 Eight additional skill/knowledge items 3.50 .71 r Trends? General Business Knowledge (2 items) Management, Marketing, and Sales (7 items) Electricity, Electronics, and Computers (4 items) Agricultural Structures (2 items) Governmental Compliance (4 items) Processing and Storage (8 items) Conclusions: Conclusions: r Manager Profile: Education Experience Association with Corporations & Cooperatives One - Three Business Locations One - Fifteen Full-Time Employees r General Broad-Based Course Areas and General Knowledge are Most Important to Managers in Agricultural Systems Management Related Businesses. Businesses. Consistent with findings of Baker and McLaughlin (1996), Merritt and Hamm (1994), and Scanlon, Bruening, and Cordero (1996) Conclusions: Conclusions: r Course areas directly related to each Course respective business type were seen as important. important. r General Math Skills & Customer Service were General seen as important across business types. seen Consistent with findings of Shinn (1998), Heger (2000), and Harper, Buriak, & Hitchings (2001) (Mathematics) r Principles of sales, organizational and operational management, and governmental compliance were all important individual items to managers. Recommendations: Recommendations: r Efforts should be made to focus on: Highest ranking competencies Broad-based curriculum driven by a Broad-based principles/systems approach rather than a competency/skills approach. competency/skills Inclusion of scientific and mathematic concepts Inclusion which are transferable across disciplines. which r Further Research: Delphi? Replication for generalizability ...
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